A Mixed Methods Investigation of Mobile-Based Language Learning on EFL Students’ Listening, Speaking, Foreign Language Enjoyment, and Anxiety

Abstract

This mixed-methods study examined the effectiveness of Rosetta Stone, a mobile-based language learning application, on Chinese EFL students’ listening, speaking, foreign language enjoyment (FLE), and foreign language anxiety (FLA). Two groups of intermediate Chinese EFL students from a language institute, with 33 students in the control group and 36 in the experimental group, were recruited as the participants. The treatment lasted for 3 months, with the experimental group using Rosetta Stone in addition to in-class instruction whereas the control group received only the regular in-class instruction. Data collection involved administering IELTS module tests of speaking and listening, FLE and FLA scales, as well as semi-structured interviews. ANCOVA, paired samples test, and content analysis were used for the data analysis of the quantitative and qualitative data. The results indicate that the experimental group showed significant improvements in their listening, speaking, FLE, and reduced FLA more than the control group. The results of the qualitative data indicated that the students had positive attitudes toward mobile-based language learning. The qualitative findings provided further support to the quantitative results and highlighted the convenience, flexibility, and engaging nature of the application. The outcomes stressed the potential benefits of using mobile-based language learning tools like Rosetta Stone as an effective supplementary method for improving EFL learning outcomes and promoting positive affective variables.